S'NsS  : 


SCHOOL 

TRAINING 

IN 

ARCHITECTURE. 


A  STATEMENT  EXPLANATORY  OF  THE 
COURSE  OF  INSTRUCTION  IN  THE 
SCHOOL  OF  ARCHITECTURE, 
UNIVERSITY  OF  PENNSYL¬ 
VANIA,  PHILADELPHIA. 


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Popular  Interest  in  Architecture. 

Architecture,  both  as  an  art  and  a  profession,  has  awakened 
a  considerable  interest  during  the  past  generation. 

Owing  to  various  causes  a  general  desire  for  better  archi¬ 
tect  are  has  arisen;  the  profession  has  been  stimulated;  and 
the  public  taste  and  judgment  greatly  improved.  Extraordi¬ 
nary  as  the  industrial  and  commercial  progress  of  the  nation 
has  been  during  the  past  twenty  years,  the  advance  in  archi¬ 
tecture  has  been  even  more  remarkable.  This  is  largely  the 
result  of  an  educational  movement  in  the  profession  that  has 
shown  itself  in  various  ways.  Foreign  travel  and  study  have 
been  encouraged  by  the  demand  for  better  work  and  by  the 
establishment  of  numerous  travelling  scholarships.  A  large 
number  of  young  architects  have  in  consequence  gone  abroad 
to  travel  and  to  study  in  the  best  schools  of  Europe.  Drafts¬ 
man’s  organizations  have  been  formed  in  all  parts  of  the 
country  for  purposes  of  study,  and  the  work  done  by  them 
under  the  stimulus  of  prizes  and  exhibitions  has  materially 
advanced  the  standard  of  draftsmanship.  Architectural 
schools  have  been  established  and  have  flourished,  as  shown 
by  the  annual  increase  in  the  number  of  students  and  a  steady 
advance  in  popular  esteem. 

As  a  result  our  best  architects  are  scholarly  men,  trained 
in  our  own  schools  and  those  of  Europe,  and  familiarized  by 
travel  with  all  that  is  best  in  Architecture.  They  are  men  of 
education,  of  cultivated  taste  and  of  masterly  ability  in  their 
art.  With  such  leaders  the  profession  is  becoming  recognized 
as  a  distinguished  one,  and  a  steadily  increasing  number  of 
young  men  are  entering  it  in  preference  to  the  other  pro¬ 
fessions. 


The  Need  of  School  Training. 

School  training  is  an  absolute  necessity  to  those  who  would 
enter  the  profession  of  Architecture.  Office  training,  no 
matter  with  what  intelligence  and  industry  it  may  be  pursued, 
is  not  sufficient.  The  student  in  architecture  must  have  a 
broader  preparation  than  it  is  possible  for  him  to  receive  in 
the  routine  of  office  work  alone.  That  the  routine  of  office 


5 


work  as  a  draftsman  must  be  a  part  of  the  training  of  every 
architect  goes  without  saying,  but  it  is  equally  true  that  the 
man  who  has  no  further  preparation  than  this  is  seldom  able 
to  make  the  most  of  his  talents. 

The  highest  professional  standards  require  that  the  architect 
should  be  an  educated  man ;  that  he  should  have  a  knowledge 
of  the  aesthetic  and  scientific  principles  upon  which  his  art  is 
based,  in  addition  to  the  technical  knowledge  to  be  gained 
only  in  actual  practice.  In  a  word,  he  must  know  more  than 
the  usual  local  methods  of  building  a -house,  which  involve 
little  more  than  substantial  structure  in  accord  with  certain 
popular  conceptions  of  correctness  of  form.  The  demands 
made  upon  the  profession  require  vastly  more  than  this,  and 
to  meet  them  the  architect  must  be  a  man  of  broad  culture. 
He  must  know  the  physical  properties  of  building  materials 
and  the  scientific  principles  upon  which  they  are  put  together ; 
and  he  must  have  an  acquaintance  with  all  that  is  best  in  his 
art  through  a  knowledge  of  its  history  and  of  its  traditional 
forms.  For  it  is  only  by  the  combination  of  the  scientific  and 
aesthetic  factors  of  his  art  that  the  true  architect  can  be 
equipped.  To  this  end  schools  of  architecture  are  estab¬ 
lished  ;  for  it  is  impossible  that  a  thorough  and  scholarly 
training  in  these  fundamentals  should  be  obtained  in  the 
routine  of  office  work.  In  these  schools  the  subject  of 
Architecture  is  taught  historically,  aesthetically  and  scientifi¬ 
cally,  in  order  that  the  student  may  be  able  the  better  to  cope 
with  the  problems  of  his  after  career  and  solve  them  to  the 
credit  of  himself  and  his  profession. 


Practical  Results  of  Such  Training. 

In  stating  the  need  for  school  training  its  benefits  have  been 
suggested.  The  graduate  of  the  school  of  architecture  cannot 
begin  the  active  practice  of  his  profession  at  once ;  a  period 
of  practical  works  lies  before  him,  under  the  direction  of  an 
experienced  practitioner,  before  he  can  become  competent  to 
assume  the  responsibilities  of  practice.  But  in  this  appren¬ 
ticeship  as  well  as  throughout  his  subsequent  professional 
career  the  substantial  benefits  of  his  school  training  may  be 
confidently  maintained. 


6 


After  entering  an  office  and  learning  its  routine,  with  the 
restrictions  and  conditions  imposed  by  the  exigencies  of 
practice,  the  graduate  finds  himself  not  only  more  capable 
but  better  equipped  mentally  than  his  fellow  draftsmen.  His 
habits  of  study  enable  him  more  clearly  to  understand,  con¬ 
sider,  and  solve  the  problem  given  him,  while  his  knowledge 
of  the  forms  of  architecture  and  his  training  in  design  give 
him  a  power  to  offer  a  solution  of  the  problem  at  once  simple,- 
scholarly  and  architectural.  This  advantage  is  still  greater 
when  he  becomes  an  architect,  as  his  education  enables  him 
the  better  to  understand  the  wishes  of  his  educated  clients  ; 
the  qualities  that  made  him  superior  as  a  draftsman  make  him 
strong  as  an  architect,  because  his  practical  experience  will 
have  underlying  it  a  knowledge  of  those  principles  which 
must  govern  all  good  architecture. 


\ 


The  School  of  Architecture. 

The  School  of  Architecture  provides  this  training,  as  it 
offers  instruction  in  the  various  phases  of  architectural  study  : 
Esthetic,  Historic,  Constructive  and  Practical.  It  further 
provides  a  course  of  liberal  study  that  tends  to  broaden  and 
cultivate  the  student.  The  aim  is  to  cultivate  in  its  men  a 
thoughtful  and  earnest  method  of  dealing  with  architectural 
problems.  While  inculcating  this  habit  of  study,  it  seeks  to 
familiarize  the  student  with  that  which  is  good  in  architectural 
form  and  true  in  principle,  to  the  end  that  he  may  be  able  to 
take  up  the  problems  of  actual  practice  and  solve  them  in  a 
direct,  simple  and  scholarly  manner.  In  thus  training  its 
students  it  best  serves  their  future,  for  the  strongest  architect 
is  he  who,  appreciating  the  good  in  his  art,  knows  also  how 
to  produce  it. 

The  School  educates  architects,  not  draftsmen.  Its  aim  is 
not  to  produce  architects’  assistants  but  so  to  educate  its  men 
that  they  may  become  architects  of  high  grade.  But  the 
training  is  such  that  the  graduates  are  better  draftsmen,  better 
architects’  assistants,  for  having  had  it.  The  best  school  for 
training  draftsmen  is  the  architect’s  office ;  but  the  School  of 
Architecture,  while  giving  an  education  impossible  to  acquire 


7 


in  an  office  and  indispensable  to  the  fully  developed  architect, 
also  gives  its  students  such  practical  instruction  and  drill  that, 
on  entering  an  office,  they  can  take  up  its  routine  work  with 
readiness  and  skill. 

The  course  of  study  is  thorough  and  comprehensive.  As 
before  intimated,  it  is  not  confined  to  mere  architectural  draw¬ 
ing,  but  embraces  the  whole  range  of  subjects  in  which  the 
architect  must  be  grounded.  It  may  be  considered  on  three 
lines — Liberal,  Scientific  and  ^Lsthetic ;  the  first  to  broaden 
and  cultivate  the  student,  the  second  to  ground  him  in  the 
principles  of  good  architectural  construction,  and  the  third  to 
teach  him  the  Art  of  Architecture. 

Reference  to  the  schedule  of  studies  following  will  give  an 
idea  of  the  comprehensiveness  with  which  these  subjects  are 
presented. 

Forming  part  of  the  general  College  Faculty  of  the  Univer¬ 
sity,  the  School  has  a  large  Corps  of  Instruction  exclusively 
for  its  own  service.  This  comprises  Professors  of  Architec¬ 
ture  and  Art,  Instructors  in  Architecture,  Freehand  Drawing, 
Modelling  and  Pen  and  Ink  and  Lecturers  on  the  History 
of  Architecture,  Ornament,  Theory  of  Design  and  Con¬ 
struction. 


8 


SCHEDULE 


AND 

DESCRIPTION  OF  COURSES 

IN  THE 


SCHOOL  OF  ARCHITECTURE. 


Schedule  of  Studies. 
Freshman  Year. 


FIRST  TERM. 


SECOND  TERM. 


Hours 
per  week. 


Hours 
per  w®ek. 


Freehand  Drawing  .  .  . 
Linear  Drawing  .... 
Geometrical  Drawing 

Projection . 

Elements  of  Architecture, 
History  of  Architecture 
Readings. 


4 

3 

3 


Freehand  Drawing  .  . 
Isometric  Projection  .  . 

Brushwork . 

Elementary  Design  . 
History  of  Architecture 
Readings. 


4 

3 

3 

I 


Rhetoric . 

Erench  or  German  .  .  . 

Algebra  . 

Geometry  . . 

Chemistry . 

Hygiene . 

Gymnasium . 


3 

5 

2 

3 

3 

1 

2 


Rhetoric . 

French  or  German 

Algebra  . 

Trigonometry  .  , 
Chemistry  .  .  .  . 
Hygiene  .  .  .  .  . 
Gymnasium  .  .  . 


3 

5 

2 

3 

3 

I 


SUMMER  WORK. 


Sketching,  ) 
Office  Work,  / 


Alternative. 


See  description  on 
opposite  page. 


Arrangement  of  Courses 
IN  THE  School  of  Architecture. 

Two  main  considerations  underlie  the  arrangement  of 
courses  and  selection  of  studies  in  the  School  of  Architecture, 
(a)  a  thorough  and  competent  knowledge  of  Architecture  and 
allied  studies  from  a  scientific,  aesthetic  and  practical  point  of 
view,  and  (d)  a  reasonable  pursuance  of  general  culture 
studies  during  Freshman  and  Sophomore  year,  so  correlated 
with  the  technical  studies  of  the  department  as  to  serve  the 
student  as  a  valuable  aid  in  his  later  work  and  in  his  subse¬ 
quent  professional  career.  For  this  latter  purpose  Rhetoric, 
English  Composition  and  English  Literature,  Erench  and 
German,  'Mathematics  and  Chemistry  are  pursued.  The 
practical  advantage  of  such  studies,  whether  for  purposes  of 
general  education  or  for  the  future  of  the  young  architect,  can 
be  doubted  by  none.  In  English  Composition  and  Literature 
he  will  obtain  that  drill  in  writing  and  that  acquaintance  with 
the  best  models,  through  which  alone  he  can  learn  the  correct 
use  of  his  mother  tongue;  a  reading  knowledge  of  French 
and  German  will  open  to  him  the  wide  field  of  the  untrans¬ 
lated  literature  of  architecture ;  whilst  the  admirable  mental 
drill  of  the  Mathematics  and  the  study  of  Chemistry  and 
Physics  as  pure  sciences  with  their  innumerable  applications 
to  the  nature  and  strength  of  building  materials  form  the  best 
possible  adjuncts  to  the  more  purely  technical  sciences  of  the 
department.  These  technical  courses,  together  with  those  on 
drawing  and  the  history  and  aesthetics  of  Architecture  will 
receive  separate  attention  in  the  detailed  description  of  courses 
below. 


Freshman  Year. 

The  student  begins  technical  studies  on  entering  the  school. 
Drawing,  to  which  a  considerable  portion  of  his  time  is 
devoted,  is  taught  from  the  first  with  a  view  to  the  under¬ 
standing  of  form  and  the  use  of  hand  and  eye  in  unison,  and 
an  acquisition  of  the  architectural  manner  in  representing  it. 
To  this  end,  while  thoroughly  drilled  in  correct  methods  of 
Freehand,  Brush  Work  and  Instrumental  Drawing  the 
application  of  each  to  Architecture  is  kept  constantly  in 


Schedule  of  Studies. 
Sophomore  Year. 


FIRST  TERM. 

Hours 
per  week^ 

Freehand  Drawing  ...  4 
Shades  and  Shadows  .  . 

Perspective . j  ^ 

The  Orders  of  Architecture  6 
Working  Drawings  ...  3 

History  of  Architecture  .  2 


SECOND  TERM. 

Hours 
per  week. 


Freehand  Drawing  ...  4 

Sketch  Design . 2 

Design  ........  18 

Working  Drawings  ...  2 
Construction  ,  .  .  .  .  i 
History  of  Architecture  .  2 


English  Literature 
French  or  German 
Analytic  Geometry 

Physics . 

Gymnasium  .  .  . 


2 

3 
3 
2 
2 


English  Literature 
French  or  German 
Descriptive  Geometry 

Physics . 

Gymnasium  .  .  .  . 


2 

3 
2 
2 
2 


SUMMER  WORK. 


Sketching, 
Office  Work, 


I  Alternative. 


See  description  on 
opposite  page. 


12 


view,  in  the  redrawing  from  copy  and  rendering  ot  various 
architectural  features,  or  “  Elements  of  Architecture;”  and  in 
the  work  in  Elementary  Design.  Instrumental  drawing  is 
pursued  through  Linear  and  Geometric  drawing.  Projection 
and  Developments,  thus  leading  to  Isometric  drawing,  and 
studies  in  Shades,  Shadows  and  Perspective  pursued  in 
Sophomore  year.  The  ground  work  of  the  student’s  after 
course  is  also  carefully  laid  in  reading,  supplemented  by 
recitations  on  the  History  of  Architecture. 

The  general  culture  studies  of  the  Freshman  year  include 
a  careful  drill  in  Rhetoric  and  English  Composition,  the 
study  of  French  or  German,  Mathematics,  including  Algebra, 
Geometry  and  Trigonometry,  and  Chemistry  taught  as  a  pure 
science.  Lectures  on  Hygiene  too  form  a  part  of  the  required 
course,  accompanied  by  gymnasium  exercise  under  the  Instruc¬ 
tor  in  charge. 

In  order  to  insure  a  continuance  ot  purely  architectural 
work  the  student  is  required  to  spend  a  certain  portion  of  all 
his  vacations  in  an  Architect’s  office,  or  if  he  prefer,  may 
substitute  for  this  a  certain  amount  of  sketching. 


Sophomore  Year. 

Throughout  the  Sophomore  year  constant  practice  in 
Freehand  Drawing  is  continued.  Shades  and  Shadows,  and 
Perspective  form  the  additional  work  of  the  First  Term,  whilst 
in  the  second  are  introduced  Design  and  Working  Drawings. 
The  general  character  of  the  work  in  drawing  now  involves  a 
closer  attention  to  detail ;  Freehand  Drawing  passes  from 
elementary  and  natural  forms  into  Historic  Ornament  and 
drawing  from  the  solid,  and  from  casts,  whilst  drawing  from 
photographs  receives  a  proper  share  of  attention.  Shades, 
Shadows  and  Perspective  are  taught  by  lectures,  by  illustra¬ 
tion  in  diagram  and  by  numerous  exercises.  The  subject  ot 
Architectural  Design  for  which  the  studies  of  Freshman  year  ^ 
have  already  prepared  the  student  is  fairly  introduced  by  the 
study  of  the  Orders  of  Architecture,  which  is  supplemented 
on  its  completion  by  Design  proper. 


13 


Schedule  of  Studies. 
Junior  Year. 


FIRST  TERM. 

Hours 
per  week. 


Freehand  Drawing  ...  5 

Pen  and  Ink  ...  2 

Water  Color . 3 

*Modelling . 3 

*Measured  Drawing  ...  3 

Design .  10 

History  of  Architecture  .  2 


Egyptian,  Assyrian,  etc. 
Greek  and  Roman. 

Lecture  Drawing  .  .  .  .  i 

Construction . i 

Lectures. 


Geology . i 

Mechanics  of  Materials  .  .  2 

Graphical  Statics  ....  2 

^Surveying . 3 


SECOND  TERM. 

Hours 
per  week. 


Freehand  Drawing  ...  5 

Pen  and  Ink . 2 

Water  Color . 3 

*  Modelling . 3 

*Sketching . 3 

Design . 10 

*Theory  of  Design  .  .  .  i 
History  of  Architecture  .  2 


Early  Christian,  Roman¬ 
esque  and  Byzantine, 
Gothic. 

History  of  Ornament  .  .  2 

Lecture  Drawing  .  .  .  .  i 

Construction . i 

Sanitary  Science  .  .  .  .  i 
Plumbing  and  House 
Drainage. 


Geology . i 

Mechanics  of  Materials  .  .  2 

*  Surveying . -3 


SUMMER  WORK. 

1  1  Alternative. 
Office  Work,  J 

*Do  not  cover  full  term. 


See  description  on 
opposite  page. 


14 


The  History  of  Architecture  is  continued  by  means  of 
lectures,  recitations  and  readings  as  in  Freshman  year.  The 
practical  phases  of  architectural  practice  receive  especial 
attention  in  lectures  on  construction  which  involve  instruc¬ 
tion  in  the  best  methods  of  ordinary  Building  Construction ; 
masonry,  brickwork,  carpenter  work,  etc.,  each  considered  in 
detail  with  reference  to  materials  and  methods  of  construction 
and  the  various  processes  followed  in  completing  a  building. 
The  general  culture  studies  of  the  Sophomore  year  include  a 
continued  drill  in  English  Composition,  Lectures  on  English 
Literature  with  theme  work,  French  or  German  of  a  more 
advanced  character,  Analytic  and  Descriptive  Geometry  and 
Physics.  Gymnasium  work  continues  to  be  required  of  the 
student  as  in  Freshman  year. 


Junior  and  Senior  Years. 

In  these  years  the  studies  of  the  course  assume  almost  a 
wholly  technical  character,  only  those  studies  which  bear  di¬ 
rectly  upon  the  subject  in  hand  being  pursued  in  other  depart¬ 
ments  of  the  University. 

Freehand  drawing  continues  to  demand  increasing  attention 
and  assumes  the  form  of  more  difficult  drawings  from  the 
cast,  from  photographs,  from  still  life  and  from  nature.  Archi¬ 
tectural  subjects  are  generally  chosen  for  this  exercise,  and  of 
such  a  character  that  good  form,  historically  and  artistically, 
may  become  familiar  to  the  eye  and  thought  of  the  student, 
while  his  hand  is  becoming  skilled.  The  student  is  taught  the 
use  of  other  mediums  besides  the  pencil ;  Pen  and  Ink  Ren¬ 
dering  with  Gregg’s  work  on  Pen  and  Ink  as  basis  of  exercises, 
and  Water  Color  Drawing  from  still  life  and  later  from  nature 
both  receive  the  attention  due  to  subjects  of  such  prime 
importance  to  the  architect  in  the  rendering  of  his  problems 
in  design.  Modelling  in  clay  in  Junior  year  is  regarded  as  a 
valuable  means  of  teaching  appreciation  of  form,  the  student 
learning  to  interpret  a  drawing  by  making  the  actual  form 
rom  its  representation  on  the  flat,  reversing  the  process  of 
drawing  from  the  cast.  It  may  be  added  that  this  work  is 
confined  chiefly  to  actual  models  of  architectural  ornament. 


15 


Schedule  of  Studies. 


Senior 


FIRST  TERM. 

Hours 
per  week. 


Freehand  Drawing  ...  5 

Pen  and  Ink . 2 

Water  Color . 3 

*Sketching . >.  .  3 

Advanced  Design  .  .  .  .12 
*Theory  of  Design  .  .  .  i 
History  of  Architecture  .  2 


Renaissance  and  Modern. 
Lecture  Drawing  .  .  .  .  i 

Construction  ......  2 

Lectures  on  Advanced 
Problems. 

Specifications,  Estimates, 

Contracts,  etc . i 

Acoustics . I 

Sanitary  Science  .  .  .  .  i 

Heating  and  Ventilation. 


Graphical  Statics  ....  2 

*  Covers  part  of  term  only. 


Year. 


SECOND  TERM. 

Hours 
per  week. 

Freehand  Drawing  ...  5 


Pen  and  Ink . 2 

Water  Color . 3 

Advanced  Design  and  The¬ 
sis  .  .  . '1 5 


*Theory  of  Design  .  .  .  i 
History  of  Architecture  .  2 

Renaissance  and  Modern. 

Construction . 2 

Lectures  on  Advanced 
Problems. 

Professional  Practice  .  .  . 


Graphical  Statics  ....  2 


See  description  on 
opposite  page. 


16 


The  subject  of  Design  assumes  with  the  Junior  year  a  greater 
degree  of  importance  and  is  pursued  with  a  corresponding  in¬ 
crease  of  time.  The  student  now  enters  upon  a  careful  study 
of  the  principles  of  planning  and  composition  based  upon  a 
recognition  of  the  fact  that  Architecture  is  distinctly  an  Art. 
He  is  grounded  in  the  principles  which  underlie  true  archi¬ 
tectural  design,  from  an  acquaintance  with  what  is  best  in  the 
Architecture  of  the  past  and  a  knowledge  of  the  reasons  of 
such  excellence,  and  above  all  it  is  sought  to  train  in  him  an 
ability  to  bring  his  knowledge  to  bear  practically  on  modern 
architectural  problems.  Study  of  the  problems  in  Design  is 
accompanied  by  the  criticism  and  oversight  of  the  professor 
in  charge  and  by  lectures  on  the  Theory  of  Design  and  meth¬ 
ods  of  rendering  the  finished  drawings.  “  Measured  drawing  ” 
requires  that  the  class  shall  measure  and  afterwards  draw  to 
scale  buildings  already  executed. 

The  history  of  Architecture  is  now  pursued  with  increasing 
attention  to  the  evolution  of  national  types,  such  as  the  Egyp¬ 
tian,  Assyrian,  Greek  and  Roman,  the  Early  Christian,  Roman¬ 
esque,  Byzantine,  Gothic  and  Renaissance.  The  lectures  are 
illustrated  by  lantern  slides  and  otherwise  and  supplemented 
by  readings  and  recitations.  The  History  of  Ornament  is  pur¬ 
sued  in  like  manner. 

The  lectures  on  Construction,  which  involve  an  exposition 
of  the  methods  employed  in  construction  of  large  buildings, 
are  supplemented  by  visits  by  the  classes  to  buildings  in  actual 
process  of  erection  and  to  technical  establishments.  Sanitary 
Science  in  its  relation  to  building  is  fully  treated  along  the 
lines  of  Heating,  Ventilation,  Plumbing,  and  House  Drainage. 

The  Scientific  studies  of  these  two  years.  Mechanics  of  Ma¬ 
terials,  Graphical  Statics,  Construction,  etc.,  cover  the  princi¬ 
ples  of  scientific  construction,  thus  rounding  out  and  complet¬ 
ing  the  course.  In  Geology  the  qualities  and  locations  of 
building  stones  are  taught,  while  Surveying  is  carried  to  the 
point  of  using  transit  and  level,  as  required  in  ordinary  archi¬ 
tectural  practice. 


17 


The  Corps  of  Instruction 
IN  Architecture. 


The  Corps  of  Instruction  in  those  branches  pertaining  spe¬ 
cially  to  Architecture  is  made  up  as  follows  : 

Warren  P.  Laird . Professor  of  Architecture. 

In  charge  of  the  School  of  Architecture; 

Design  ;  History  of  Architecture  ;  the  Orders  ; 
Construction. 

Charles  E.  Dana . Professor  of  Art. 

Water  Color. 

Julian  Millard . Instructor  in  Architecture. 

Instrumental  Drawing,  Elements,  Shades,  Shad¬ 
ows,  Perspective,  and  Elementary  Design. 

Edmund  A.  Stewardson  ....  Instructor  in  Modelling. 
Modelling  in  Clay;  Junior  Class. 

Wilson  Eyre,  Jr . Instructor  in  Pen  and  Ink. 

Pen  and  Ink  Drawing;  Junior  and  Senior  Classes. 

Herbert  E.  Everett . Instructor  in  Drawing. 

Freehand  Drawing;  all  classes. 


Lecturers  on  Architecture. 

*Theophilus  P.  Chandler,  Jr . Architect. 

Walter  Cope  Architect. 

History  of  Gothic  Architecture. 

Frank  Miles  Day,  B.  S . Architect. 

History  of  Greek  and  Roman  Architecture. 

History  of  Renaissance  Architecture. 

Wilson  Eyre,  Jr . Architect.  . 

Theory  of  Design. 

^Subjects  unassigned  at  date. 

i8 


*Barr  Ferree . New  York. 

History  of  Architecture. 

*  Frank  Furness . Architect. 

Addison  Hutton . Architect. 

Building  Construction. 

John  Stewardson . Architect. 

History  of  Ornament. 

Joseph  M.  Wilson . Architect  and  Civil  Engineer. 

Building  Construction. 


Lecturers  by  Appointment. 
1891-92. 


George  C.  Mason,  Jr . Architect. 

History  of  Early  Christian,  Romanesque  and 
Byzantine  Architecture. 

Austin  W.  Lord . Architect. 


Rendering  of  Architectural  Drawings. 


Lecturers  on  Sanitary  Science. 

John  S.  Billings,  M.  D.,  LL.  D.,  Director  of  the  University 
Hospital  and  Lecturer  on  Sanitary  Engineering. 

A.  C.  Abbott,  M.  D.,  First  Assistant  Lecturer  on  Sanitary 

Engineering. 

*Subjects  unassigned  at  date. 


19 


The  University  of  Pennsylvania. 

The  University,  founded  in  1755,  ranks  fourth  in  point  of 
attendance  among  the  universities  of  this  country.  Its 
grounds  occupy  forty  acres  in  West  Philadelphia,  a  beautiful 
suburban  city  separated  from  Philadelphia  proper  by  the 
Schuylkill  and  accessible  in  twenty  minutes  by  several  car 
lines.  Living  expenses,  to  students,  are  moderate  and  many 
advantages,  aside  from  those  offered  by  the  University,  are  to 
be  found  in  the  city. 


Requirements  for  Admission  to 
THE  Four  Years  Course. 

Candidates  for  the  Freshman  class  are  admitted  to  the 
school  either  on  certificate  or  by  examination. 

Blank  certificates  are  issued  every  year  to  such  principals 
of  recognized  preparatory  schools  and  to  such  private  teachers 
as  may  be  named  for  the  privilege.  The  Faculty  reserves  the 
right,  however,  to  withdraw  from  any  school  or  teacher  the 
privilege  of  sending  pupils  into  college  on  certificate. 

Entrance  examinations  are  held  June  15th  and  September 
2 1st.  Circulars  stating  the  days  and  the  subjects  of  examina¬ 
tion  for  each  day  can  be  had  on  application  to  the  Dean. 

The  subjects  of  examination  are  : 

PInglish. — Grammar  (as  in  Abbott’s  How  to  Parse,  or  Mur¬ 
ray’s  Advajiced  Lessons  in  English  Composition,  Analysis  and 
Grammar^,  together  with  the  correction  of  specimens  of 
English  bad  in  grammar  (as  in  Strang’s  Exercises  m  English). 

Etymology  (as  in  McElroy’s  Essential  Lessons  in  English 
Etymology,  Composition  ayid  Readmg).  (i)  A  short  essay, 
correct  in  spelling,  punctuation,  grammar,  division  by  para¬ 
graphs  and  expression,  on  one  of  several  subjects  to  be 
announced  at  the  time  of  examination,  and  to  be  taken  from 
the  last  named  of  the  following  books,  all  of  which  (or  the 
last  named  and  equivalents  for  the  first  three)  must  have  been 
read  by  each  candidate,  viz. :  Scott’s  Quentin  Durward,  Gold¬ 
smith’s  Deserted  Village  and  Irving’s  Bracebridge  Hall.  (2) 
Questions  on  the  subject-matter  of  a  passage  to  be  taken  from 
the  same  book  as  the  subjects  of  composition  are  taken  from. 


20 


(3)  The  correction  of  English  bad  in  expression,  with  a  brief 
statement  of  the  principles  on  which  the  correction  is  made 
(as  in  Williams’  Composition  a7id  Rhetoric  by  Practice^. 

In  1892,  the  books  to  be  read  by  each  candidate  will  be 
Shakespeare’s  Mercha7it  of  Ve7tice,  Irving’s  Bracebridge  Hall^ 
Addison’s  Sir  Roger  de  Coverly  Papers^  and  Scott’s  Talis7nan. 

French. — French  grammar  as  much  as  indicated  by  the 
first  forty-five  practical  exercises  appended  to  Harrison’s 
French  Syntax.  French  Reading.  Passages  for  translation 
into  English  will  be  chosen  from  the  first  three  books  of 
TeRmaqjie. 

History. — History  of  the  United  States.  (Scudder  or 
Johnston  is  suggested.)  Ancient  History;  Freeman’s  General 
Sketch  of  Histo7y,  Chapters  1-6. 

Mathematics. — Arithmetic  (including  Vulgar  and  Decimal 
Fractions,  the  Decimal  System  of  Weights  and  Measures, 
Proportion,  Percentage  and  the  Extraction  of  the  Square  and 
Cube  Root.) 

Algebra  to  the  end  of  Quadratic  Equations  (including 
Factoring,  Fractions,  Common  Factors  and  Multiples,  and 
Sirtiple  Equations  with  one,  two  or  several  Unknowns,  Ratio 
Proportion,  Arithmetical  and  Geometrical  Progression,  the 
Binomial  Theorem,  Surds  and  Imaginaries.) 

Plane  Geometry  (as  in  the  first  five  books  of  Chauvenet’s 
or  Wentworth’s  Geometry'). 

Candidates  for  admission  must  show  ability  to  sketch  some 
ordinary  object  in  a  satisfactory  manner.  They  must  also 
produce  drawings  indicating  familiarity  with  the  use  of 
mathematical  instruments. 


The  Special  Course  in  Architecture. 

This  course  covers  two  years  and  is  specially  designed  for 
those  who  desire  a  school  training  in  architecture,  but  who 
are  unable  to  devote  four  years  to  it.  The  course  comprises 
all  of  the  advanced  studies  of  the  full  course  and  will  be  found 
adapted  to  those  who  wish  to  add  to  office  experience  a  train¬ 
ing  in  many  branches  impossible  to  acquire  in  an  office. 


The  Special  Course  offers  the  following  studies: 


Shades  and  Shadows. 
Perspective. 

The  Orders. 
Construction. 

History  of  Architecture. 
Freehand  Drawing. 


FIRST  YEAR. 

Design. 

Pen  and  Ink. 
Water  Color. 
Modelling. 
Sketching. 


SECOND  YEAR. 


Freehand  Drawing. 
Design. 

Theory  of  Design. 
History  of  Architecture. 
History  of  Ornament. 
Pen  and  Ink. 

Water  Color, 


Graphical  Statistics. 
Mechanics  of  Materials. 
Surveying. 

Construction. 

Sanitary  Science. 
Acoustics. 


Candidates  for  admission  to  this  course  must  satisfy  the 
Professor  in  charge  of  their  ability  to  take  up  and  pursue  the 
studies  prescribed  by  presenting  evidence  of  a  certain  experi¬ 
ence  in  drawing  or  by  having  had  at  least  one  full  year’s  work 
in  an  architect’s  office.  Office  experience  will  be  found  the 
best  preparation  for  taking  up  the  work  of  the  course.  Con¬ 
tinuance  in  the  course  or  the  awarding  of  the  Certificate  ot 
Proficiency  on  its  completion  will  depend  on  a  high  average 
standing  on  the  part  of  the  student. 

Partial  students  (noted  below)  may  enter  the  full  Special 
Course  at  any  time  by  fulfilling  its  conditions. 


Admission  of  Partial  Students. 

Students  may  be  admitted  to  a  partial  course,  embracing 
one  or  more  of  the  subjects  taught  in  this  school.  Their 
admission  will  be  conditioned  upon  their  satisfying  the 
instructors  concerned,  by  examination  or  otherwise,  of  their 
ability  to  pursue  successfully  the  studies  selected.  Upon  the 
completion  of  such  a  course  a  certificate  will  be  given  covering 
the  studies  pursued.  A  partial  student  may  become  a  full 
student  and  candidate  for  the  degree  by  fulfilling  at  any  time 
the  requirements  of  a  regular  course. 


22 


Arrangement  of  Sessions. 

The  college  year  is  divided  into  two  terms  of  about  eigh¬ 
teen  weeks  each.  The  first  term  will  begin  in  1892,  on  Octo¬ 
ber  3d,  at  10  o’clock  A.  M.,  and  end  on  February  ist,  at  5 
o’clock  P.  M. 


Examinations. 

Examinations  are  held  at  the  end  of  each  term.  Students 
who  attain  a  high  standing  are  classed  as  “  Distinguished  ;  ” 
those  whose  term  standings  show  them  to  be  deficient  in  any 
of  their  studies  are  conditionally  attached  to  their  class  until 
the  deficiency  has  been  fully  made  up.  For  persistent  neglect 
of  study,  irregularity  of  attendance,  or  inability  to  keep  up 
with  the  class,  students  are  dropped  from  the  rolls. 

Degrees. 

Students  who  complete  the  four  years’  course  in  Archi¬ 
tecture  will  receive  the  degree  of  Bachelor  of  Science,  to  be 
followed,  upon  evidence  of  practical  work  in  subsequent  years, 
by  a  professional  degree. 

Students  who  complete  the  Special  Course  are  given  Certifi¬ 
cates  of  Proficiency  in  the  subjects  included  in  that  course. 

Fees, 

The  Tuition  Fee  for  all  classes  is  one  hundred  and  fifty-five 
(^155)  dollars  a  year. 

A  deposit  of  ten  (;^io)  dollars  to  cover  damages  to  the 
apparatus  is  required  of  all  students.  Any  balance  is 
returned. 

The  Annual  Tuition  PTes  are  payable  to  the  Treasurer  ot 
the  University  in  two  instalments,  on  October  ist  and  Feb¬ 
ruary  1st. 

A  Graduation  P^ee  of  twenty  dollars  is  charged  to  each 
candidate  for  the  Baccalaureate  Degree.  The  fee  for  Cer¬ 
tificates  for  Special  or  Partial  Courses  is  ten  dollars. 

For  further  information  address, 

DR.  HORACE  JAYNE,  Dean, 

School  of  Architecture , 

University  of  Pennsylvania, 


23 


ILLUSTRATIONS. 


THE  COLLEGE  BUILDING. 

PLAN  OF  THE 

DEPARTMENT. 


WORK  OF  THE  STUDENTS 

—  IN  — 

DESIGN,  WATER  COLOR,  PEN  AND  INK, 
INSTRUMENTAL  DRAWING,  MODELLING, 
ETC.,  ETC. 


Pages  26  to  41  inclusive. 


26 


THE  COLLEGE  BUILDING. 

Onh  of  thk  Group  of  University  Buildings.  Seat  of  the  School  of  Architecture. 


27 


EI.EMENTARY  DESIGN, 

Freshman^  Year. 


i 

1 


SHADES  AND  SHADOWS, 
Sophomore  Year. 


29 


“SCALE 


OREEK^  IONIC 


•FROM  THE  TEMPLE  » 

•QF. 

“MIMERVA  P©LIA5“ 

1  DEA/As  Z  opAUL»ABii¥ISa®® » 


oJEAM-s-igiiao 


THE  ORDERS, 
Sophomore  Year. 


30 


MODELLING, 

Junior  Year. 


i-. 


PEN  AND  INK  RENDERING, 
Junior  Year. 


.32 


PEN  AND  INK  RENDERING, 
Junior  Year. 


33 


34 


PKN  AND  INK  RENDERING, 
Junior  Year. 


35 


MEASURED  DRAWING, 
Junior  Ye;ar. 


WATER  COLOR  DRAWING, 
Junior  Year. 


36 


WATER  COLOR  DRAWING, 
Junior  Year. 


37 


DESIGN, 

Junior  Year. 


38 


DESIGN, 

Junior  Year. 


39 


40 


DESIGN, 
Junior  Year. 


41 


Junior  Year. 


